| 蔡黎曼，黄佩珊，刘珲，杨雅晴.教育戏剧影响中班流动幼儿社会情感能力的实证研究[J].陕西学前师范学院学报,2024,40(7):49-59 |
| 教育戏剧影响中班流动幼儿社会情感能力的实证研究 |
| Effects of Using Drama in Education to Improve Social Emotional Competence For Middle-class Migrant Children |
| 投稿时间：2024-05-14 |
| DOI：10.11995/j. issn. 2095-770X. 2024. 07. 006 |
| 中文关键词: 教育戏剧 社会情感能力 流动儿童 中班幼儿 |
| 英文关键词: Drama in Education （DIE） social emotional competence migrant children middle-class preschoolers |
| 基金项目:广东省社科规划常规项目（GD22CJY03） |
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| 中文摘要: |
| 流动儿童作为社会弱势群体，往往面临情感忽视、校园霸凌等风险。探讨和支持流动儿童社会情感能力发展具有重要意义。本研究采用多组前后测设计，辅以个案观察、访谈、教学日志等定性数据，选取某市城中村一所民办普惠幼儿园各27名中班幼儿分别作为实验组和对照组，针对实验组开展连续12周共24次教育戏剧活动。结果发现：在共情与亲社会行为方面，两组前测差异不显著，干预后实验组幼儿共情与亲社会行为得分显著高于对照组；在认知控制、情绪表达和情绪调节方面，两组前测差异不显著，干预后实验组虽得分优于对照组但差异不显著。这说明，教育戏剧能促进中班流动幼儿社会情感能力发展，其中对共情和亲社会行为的发展能起到有效的促进作用。教育戏剧能为指导流动幼儿社会情感能力发展提供有益参考，幼儿园应以教育戏剧为契机形成适宜的园所课程并持续开展，教师可将戏剧范式应用到一日生活和其他教育活动中解决流动幼儿社会交往的实际问题，将幼儿的戏剧体验转化为个人能力。同时，注重家园社协同育人，共同关注流动儿童社会情感能力的发展。 |
| 英文摘要: |
| As a socially disadvantaged group，migrant children often face risks such as emotional neglect and school bullying. Supporting their development of social emotional competence is of great relevance. The current study employed a pre-post test design with multiple groups，along with case observations，interviews and teaching journals. A total of 54 middle-class children from a private inclusive kindergarten located in a suburban area were divided into an experimental group and a control group. The experimental group underwent a three-month intervention program consisting of 24 Drama in Education （DIE） sessions. The results showed that：Prior to the intervention，there was no significant difference between the two groups in empathy and prosocial behavior. However，after the training，the scores in empathy and prosocial behavior for the experimental group were significantly higher than those for the control group; While the experimental group scored better in cognitive control，emotional expression，and emotional regulation than the control group post-training，the difference was not statistically significant. These findings suggested that DIE can promote the development of social-emotional skills among middle-class migrant children，especially in the area of empathy and prosocial behaviors. The study shows that DIE can provide useful reference for guiding the development of migrant children's social emotional ability. Thus，kindergartens should take educational drama as an opportunity to form appropriate kindergarten curriculum and carry it out continuously. Furthermore，the strategies utilized in DIE can be integrated into daily life and instructional activities to address problems in social interactions for migrant children. Last but not least，kindergartens should play a pivotal role in unifying families and communities to pay shared attention to migrant children’s social-emotional competence. |
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